Workings of a Highly Motivated Educator Niki Parkin M.E.T.

Student, Boise State University January 20, 2014

INTRODUCTION My academic career began years ago when I first became a mother. I decided to set an example for my new son, knowing that the road to getting a college degree is a long, arduous journey. I have always known that I wanted to be an educator, yet life had gotten away from me and I had not pursued that goal. I was not a traditional student; however, I delved into the work and attained a Bachelors degree in Elementary Education. I quickly saw that I not only enjoyed learning, but had a niche in education, and wanted to continue my journey to further my knowledge and add more credibility to my career goals. When I was researching various Masters Programs, I came across the M.E.T. program at Boise State University and automatically knew that it was the direction that was right for me. I am now near the conclusion of my journey of working toward my M.E.T. degree, and I am extremely solidified in my knowledge that it was not only the correct decision for me, but proved to teach me far more than I ever expected. I have a passion for education! Over the years that it has taken me to achieve my college degrees, I have solidified my resolve in the essential nature of successful teachers. As stated by Dr. Richard Elmore of Harvard University, To improve student learning, you do not change the structure. You change the instructional practices of teachers (Elmore, 2009). Participating in the Boise State University EdTech program has not only provided me with valuable knowledge to become an effective teacher through technology integration, but has also helped me to establish a resolve in the essential nature of technology in the classroom. I am writing this paper to provide an idea of the types of activities that I have participated in, and most importantly, to categorize those activities within the M.E.T. standards, which are designed to ensure

that adequate skills were acquired in the content area of educational technology. Not only have I successfully mastered these standards, but I also feel that the information and skills that I have obtained will provide me with the ability to be a professional resource for my future colleagues. Included in this writing is a description of each standard, a list of what artifacts I have chosen to connect to that specific standard, how my future teaching may be influenced by the new content, and also my thoughts and philosophies about the impact of what was learned.

STANDARD 1: DESIGN Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics. 1.1 Instructional Systems Design- Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction. During my academic courses for this M.E.T. program, there have been numerous times where I went through the steps included in this standard of Instructional Systems Design. The first artifact that I selected for this standard was a project that I completed in EDTECH 503, titled Instructional Design Project. This in-depth project was quite an undertaking; however, the final product was worth all of the work. In this project, we were assigned to create an instructional design project which I chose to create about employment networking through the social media Facebook. During this project, I

created goals, an analysis report, a planning section that included instructional objectives as well as other planning documents, an instructor guide, a learner content section, a formative evaluation plan and report, and many more artifacts for full implementation. All of these steps fully encompassed the substandard 1.1 Instructional systems design. The next artifact that I chose to include here was an eBook entitled Growth & Expansion Beginnings which was created for an assignment in EDTECH 541, Integrating Technology into Classroom Curriculum. I selected this specific eBook due to the fact that this was the very first time that I had not only created an eBook, but also the first time that I had really investigated the process of doing so. Little did I know that this would become such a great tool for me! Since this assignment, I have used this tool, mainly from the website Storyjumper, as a basis for lesson plan ideas in the elementary classroom. I have found that a simple, useful tool such as this can be extremely useful in stimulating student interest, particularly in younger grades 2-5. This artifact really provides me, as a teacher, with the opportunity to follow the ISD procedures of analyzing, designing, developing, implementing, and evaluating. 1.2 Message Design- Message design involves planning for the manipulation of the physical form of the message. In EdTech 506, Graphic Design for Learning, we were assigned the task of creating a Unit of Instruction that included multiple lessons with various activities, as well as a larger, concluding activity. I created this unit on Weebly. Each lesson that I designed includes a minimum of one task, a project assessment, and an artifact that the

student participates in creating, such as a Glog from Glogster.com, or a collaborative story on Mixedink.com. This unit was specifically chosen as an artifact for standard 1.2 Message Design because of the various physical forms that are used and were created for this Unit of Instruction. While I created this unit, I was not only able to creatively explore various designs and tools; I began to grasp the importance of manipulating forms of instructional messages in the classroom in an effort to ensure student interest and participation. 1.3 Instructional Strategies- Instructional strategies are specifications for selecting and sequencing events and activities within a lesson. The first artifact that I selected for Instructional Strategies came from an assignment in EdTech 554, Managing Technology Integration. This task included the instruction of taking an older lesson plan and making it an Updated Lesson Plan. I thought that this artifact provided me with the opportunity to see how beneficial and essential it is to deeply consider the sequencing events and activities within a lesson. The idea behind revising an old lesson plan to implement more technologies is such a great one, and I know that I will be using this in the future as I will want to continue using some of my lesson plans that would greatly benefit from some manipulation of the instructional strategies. The next assignment that I chose to represent my understanding of this standard was taken from EdTech 512, Online Course Design. This assignment is appropriately titled Instructional Strategies. This document contains a list of instructional strategies that are suggested to relate to the corresponding orientation to learning section of the

table. The instructional strategies that are suggested here are for the teacher designing the lesson plan, or even carrying out the actual lesson. These strategies could work for both online courses and mixed classrooms. The final artifact that I selected for this standard was a Webquest that I created in EdTech 502, The Internet for Educators. I really found the sequencing events to be especially essential during this task. During the Introduction of the Webquest, the students were provided with the knowledge that they would need to carry out the next step, and so forth. These activities were designed as Instructional Strategies. As I look into my future career as a teacher, I know that this acquired knowledge of the importance of selecting sequencing events and activities will guide my development of curriculum. 1.4 Learner Characteristics- Learner characteristics are those facets of the learners experiential background that impact the effectiveness of a learning process. During my undergraduate work for my teaching degree, my instructors often spoke of the importance of knowing your students. I always assumed that this was a natural thing that teachers would do; however, it wasnt until I really delved into my M.E.T. courses, specifically EdTech 501, when I really began to see not only what those instructors meant, but also the impact of knowing our learners and their characteristics. Authors William Powell and Ochan Kusuma-Powell stated that, Educators understand that the business of coming to know our students as learners is simply too important to leave to chanceand that the peril of not undertaking this inquiry is not reaching the learner at all (Powell & Kusuma-Powell, 2013). When I began my first course in the

M.E.T. program, EdTech 501, Intro to Educational Technology, my very first assignment was to research and write the Digital Divide. As I researched this topic, I initially thought that I had a good, first-hand experience of observing the digital divide in young, elementary school students. Shortly during and after my professional year for my undergraduate degree, I worked for a Title 1 school in Boise, Idaho. While I was there I saw quite a mix of student backgrounds. Over 70% of the student body was on free or reduced lunch. I had multiple students who I knew were minimally introduced to technology at home. I also had students who had their own desktop computer. However, when I further researched the digital divide throughout the United States, I quickly saw that this was just the tip of the proverbial iceberg. Participating in this task helped me to see that learner characteristics are varied, and it is essential that educators take steps to familiarize themselves with experiential background, as this deeply impacts student learning. The second artifact that I chose to represent the standard 1.4 Learner Characteristics was from EdTech 502, The Internet for Educators. During this course, I composed a list of Accessibility Hotlinks. This page focuses on Screen Readers, what the technology is, and how it can help many students with various backgrounds and skill sets. One of the greatest things about the current technological advances includes the accessibility tools that are available to both students and teachers.

STANDARD 2: DEVELOPMENT

Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies. 2.1 Print Technologies- Print technologies are ways to produce or deliver materials, such as books and static visual materials primarily through mechanical or photographic printing processes. An artifact that is a good representation of print technologies includes the Final Project for EdTech 503, Instructional Design. This report was discussed in the first standard; however, I also believed it to be a good representation of print technologies. The content in this report is primarily visual and static materials. This type of report would be great to print and pass out at a seminar or in a class of teachers. The second artifact was from the class EdTech 506, Graphic Design for Learning. The Unit Lesson Plan that I created is another example of mastering the substandard 2.1 Print technologies. While the first artifact can be viewed on the web, but primarily uses non internet resources, this unit lesson plan is designed around the student creating an ebook. While it is online, it is a book that is static, with unmovable images. 2.2 Audiovisual Technologies- Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages. A great example of Audiovisual Technologies can be found in my first artifact. At the end of EdTech 533, YouTube for Educators, we were asked to create a Reflection Vlog, or video log describing our feelings about the course, our philosophies about

YouTube in schools, as well as what we had learned through the course. This was my first opportunity of creating a video log, and I know that this tool and these skills of creating vlogs will be implemented into my classrooms later, whether they are online courses or mixed classrooms. Being able to hear a teacher is good, but being able to see and hear those using audiovisual technologies is wonderful. The standard 2.2 Audiovisual Technologies cannot be completely realized without mentioning the artifact Adaptive/assistive technology, created in EdTech 541, Integrating Technology in Classroom Curriculum. This list of technologies was created during a thematic unit project; however, adaptive and assistive technologies may be used in multiple units or situations. This list includes suggestions for using mechanical devices and/or electronic machines such as: joysticks, larger/smaller mouse, desk with height adjustment, headphones, as well as multiple online resources and sites. The final artifact that I selected for Audiovisual Technologies includes the Animal Habitat presentation and slideshow. I created this project during EdTech 533, YouTube for Educators. Not only does this slideshow provide and present the students with a visual message, but the voiceover recording provides an auditory aspect as well. 2.3 Computer-Based Technologies- Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources. As I read over the 2.3 Computer-Based Technologies standard, the first thing that came to mind was the Virtual Field Trip that I created for EdTech 502, The Internet for Educators. There are so many benefits that come from using computer-based technologies, whether that is online courses or mixed classrooms. This virtual field trip

provides students with the opportunity to have a virtual glimpse of Washington DC using microprocessor-based resources. As I created this artifact I realized that even though these types of activities require a good amount of time and research, the end artifact is one that can be used to interactively deliver materials to students. The second artifact that I chose to represent how I mastered this standard was also created in this course. This Jigsaw Activity requires students to divide into groups and investigate various web 2.0 tools. The categories include: sharing through voice, sharing through writing, sharing through art, and sharing through video. I really enjoyed making and creating this activity, as this was the first time that I had written a plan that included online group work. This is, without a doubt, a skill that I will be using in my future academic teaching arenas. The last artifact that I selected for this category is named Colors Interactive Quiz. This was a great assignment that created in EdTech 533, YouTube for Educators. Because I am not currently teaching at a district level, I have been attaining knowledge that I know will be used in my future teaching endeavors. However, when I created this assignment I was able to use it right away with a few preschool aged children! This was exciting to me as I havent had the opportunity to implement much of what Ive been learning with students. This YouTube quiz was very difficult for me to catch onto, as I had to make multiple videos and then link them together into one, with a voiceover! This process is tricky, but I know that the payoff is great! I also really liked that I could keep this on my YouTube channel and have future, easy, quick access! This is a computer-based technology that I will keep as an artifact and resource for the future.

2.4 Integrated Technologies- Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer. For the purpose of providing evidence of my mastery of this substandard, I have selected two artifacts. The first artifact, Abraham Lincoln, was created in EdTech 533, YouTube for Educators. I was extremely proud of the research and various forms of media that I used to produce this video, which includes: video clips, music, images, and text. When combined together, it provides a great, brief look into the life of our former president, Abraham Lincoln. Creating this video achieved the substandard of producing an artifact that encompassed several forms of media, which I have found to capture the attention and intrigue of younger learners. When opportunities arise to create these types of items, I use my 4th and 6th grade children as students to receive honest feedback. Having the ability to see reactions and watch them navigate my creations is pleasing, and reassuring that I will use this skill in the future as well. The second artifact is a Glog that I created for EdTech 541. When I was given this assignment I really had no idea how I would use this in my teaching. However, as I created this specific glog on Western Expansion, I quickly realized that this would be a task that I would give to future students. This artifact includes links to various media, such as images, video, and other websites. It is visually appealing and provides a great forum for student creativity. I can see the benefit of using this as a classroom task, by assigning students the task of creating a glog as a group or as individuals, and then having them share their work with the class; whether it is on a discussion board, or an oral presentation in a mixed classroom.

STANDARD 3: UTILIZATION Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making. 3.1 Media Utilization- Media utilization is the systematic use of resources for learning. There are various artifacts that I have created while in this M.E.T. program that includes lists and links to various online resources. For the purpose of representing my understanding of 3.1 Media Utilization, I have selected the Video Library that I created in EdTech 541, Integrating Technology in Classroom Curriculum. This list of video resources was created as tool for teachers to use in conjunction with lessons. Above each video is a brief description of what the video includes, how it could be used as a media resource, and/or suggestions of when to implement. I added this resource list to a Weebly site, and I know that as I continue to prepare for my future teaching position, I will compile media resources on a site such as Weebly, that I can use as a resource for my lesson plans. This Virtual Field Trip that I created in EdTech 502 was also mentioned under a previously discussed substandard; however, I felt that it is a great example of media utilization for learning. Within this field trip there are various links and resources for students to seek out in an effort to learn and answer the quiz questions included.

The final artifact that I selected for this 3.1 Media Utilization substandard was created in EdTech 533, YouTube for Educators. This is a video and slideshow, titled Westward Expansion, provides information for students using systematic resources to inform students on early movement in the United States. A resource such as this would be extremely beneficial for use in an online class because of the picture-in-picture video of me at the top of the video, describing what is being shown below on the slides. Systematically speaking, this is a great tool to use as it provides a visual and auditory resource for students. 3.2 Diffusion of Innovations- Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption. While taking the EdTech 501, Intro to Educational Technology course, I wrote a Research Synthesis Paper that focuses on Technology in the Classroom: Implications, Use, and Variations. The purpose of this paper is to discuss the use of technology with the reader in an effort to inform him/her of the various types of technology as well as the significant benefits of using these technologies. For example, as stated by Jared Keengwe, Grace Onchwari, and Patrick Wachira in their journal article The use of computer tools to support meaningful learning, Computers enhance reflection and critical thinking by involving students in higher-order thinking skills such as analysis, synthesis, and evaluation (2008). One of the greatest things about my journey in the M.E.T. program is that I have had the opportunity to research topics such as this. Ive really solidified my resolve about the importance of education in our school curriculum. The second artifact that I chose for Diffusion of Innovations was the Concept Map that I created in EdTech 502, The Internet for Educators. During this assignment

we used Adobe Fireworks to create images and ultimately our concept map as well. This was the first time I had really any experience with Fireworks and I have used it multiple times since then; I have really found it to be a program I will continue to use. As for the concept map, it was designed to be a graphic image that the students will be able to remember, as each graphic links to an aspect of habitats. The overall goal of the lesson is to help students understand what makes up a habitat, and to solidify this knowledge through graphics and images. Diffusion of innovations is a process that encompasses many things; but overall, I understand it to be the process of planning and having strategies that will help the solidification, or adoption of the content. 3.3 Implementation and Institutionalization- Implementation is using instructional materials or strategies in real (not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization. The mastery of 3.3 Implementation and Institutionalization can be seen in the artifact that I created for EdTech 512, Online Course Design. The title of this project is We the People Course. I chose this as an artifact for this standard because I created this course to be used within a mixed 5th grade classroom. The schools in the Meridian School District participate in a unit that teaches the importance of our countrys government history. This course was created as a replacement and/or substitute for this unit. The textbooks and work that are required within the format of the online course are actually real, not simulated, instructional materials. I have found that I really enjoy creating courses that are for mixed classrooms, as I believe that my future teaching endeavors will be within that area of education. By creating these tools and

having the experiences of investigating different forums and implementation strategies, it further solidifies my resolve that technology belongs within all facets of education. The second artifact that I selected for this substandard is Asynchronous work, which I created for EdTech 541, Integrating Technology into Classroom Curriculum. This was another lesson that was designed with a mixed classroom in mind; however, it could also be adapted into an online class setting. This artifact describes a lesson, goals and objectives, the standards aligned to the lesson, resources, multimedia activities and assignments, and essential questions. Students are to investigate various items that pertain to Western Expansion, are allotted enough time to work on activities and end with journal writing. While many of the materials are online, the students are also encouraged to look through printed materials and images, and write in their language journals. 3.4 Policies and Regulations- Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology. Both of the artifacts that Ive selected for this area contain information targeted at very young students, ranging from grades 2-5. Because of my various academic experiences, I have really found that teaching these younger grades are my preference; therefore, most of the work that I have created or investigated during this M.E.T. program has been with this target audience in mind. These artifacts were both created during my EdTech 502, The Internet for Educators, course. Scavenger Hunt contains a great lesson and activity that teaches and engages young students in a search to learn more about plagiarism. The students watch a short video, are provided links and

questions, and are given the task of finding the answers online. Netiquette for Elementary Students is the next artifact that also discusses and teaches young students about rules and regulations that they may not know about. Often with young students we dont realize that these basic rules that are generalized in society are not inherently known. Therefore, artifacts such as these are beneficial to teach students those general and unspoken policies for whenever they do participate in online courses or mixed classes.

STANDARD 4: MANAGEMENT Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management. 4.1 Project Management- Project management involves planning, monitoring, and controlling instructional design and development projects. For the purpose of providing artifacts on project management, I have selected three pieces of work that were created during EdTech 512, Online Course Design. The first artifact that I have selected is the WBI- Implementation page. When creating this course and preparing the site as a teacher resource we created an implementation page which includes various documents that I created, including an implementation plan. While preparing this implementation plan, I included many aspects of controlling the instructional design of the project. The other artifacts that I feel portray an understanding of project management include the Interface Sketch and Flowchart. The

interface sketch is a document that I created to show the beginning planning ideas of my web based instructional design project. The flowchart is another similar document; however, this flowchart is a text filled chart that outlines the design of the content for my We the People unit. Both the sketch and the flowchart were completed in the beginning stages of the instructional design creation. 4.2 Resource Management- Resource management involves planning, monitoring, and controlling resource support systems and services. The mastery of the 4.2 Resource Management substandard is seen in the Final Project that I created for EdTech 554, Managing Technology Integration. This artifact is a wonderful example of resource management. In this report, I outlined a plan for a teacher professional development training sessions. Within this plan, the educators will learn about and investigate various web 2.0 tools. Resources and examples are provided within the report. The support services come into play near the end of the training seminars, as there is time allotted for a follow-up session that is 6 weeks later, in order to provide the teachers with enough time to explore the tools and create questions to help them implement the resources taught. The second artifact that Ive selected for this category is the District Technology Plan that I wrote for the Meridian School District while I was in EdTech 501, Intro to Educational Technology. This was another report that was written as a resource for the schools. Within this document, I review the district technology plan and followed up with how implementation is going and if the plan is adequate. It was then available as a resource for the schools to refer to in an effort to refine or update their technology plan.

4.3 Delivery System Management- Delivery system management involves planning, monitoring and controlling 'the method by which distribution of instructional materials is organized' . . . [It is] a combination of medium and method of usage that is employed to present instructional information to a learner. In a previous substandard I spoke of the We the People unit, created in EdTech 512, Online Course Design, and was created primarily for a mixed classroom. While reading through the unit once more, I was able to see that this WBI- Analysis provides a look at delivery system management. On this analysis page of the site, there is a section that discusses the organizational infrastructure, management functions, resources, and much more. This online course employs tasks for the students to read through and participate in, while also prompting them to look over instructional materials that are not online. Additionally, when implemented within a mixed classroom, the students will also be participating in activities that support the learning of this WBI. The second artifact that I selected for this standard is the Webquest that I created for EdTech 502, The Internet for Educators. During the process of this project, I planned and created the lessons and included varying mediums that present the information to the students. For example, they will receive information through online print, historical images, as well as internet research of music, cultural pictures and stories, and videos. As I have continued through this program, I have been taught various ways of implementing, designing, and monitoring curriculum for students. One of the main things that I have learned is that the more planned and varied the delivery systems are, the more interest the students have. Using these types of mediums, such as voicethreads, will be beneficial to my future classrooms.

4.4 Information Management- Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning. While enrolled in EdTech 541, Integrating Technology into Classroom Curriculum, I created a list of Instructional Software Resources that are listed on one of my Weebly sites. This list of resources includes links that may be used to implement and/or support classroom instruction. When implemented into a curriculum plan, these different delivery/activity tools can become extremely valuable resources of information. Having a list such as this can be useful to teachers as they are able to store not only their software resource links, but also they can control what content their list contains, as well as add their own comments on how to use the link in planning or monitoring implementation. The second artifact that I selected to represent mastery of 4.4 Information Management is the Interactive PowerPoint that I created during EdTech 533, YouTube for Educators. The process of creating this interactive PowerPoint involved planning and controlling the timing and content included. There are links within the PowerPoint that control where the students go, depending upon their response, and it is easy to implement and relatively simple for the students to participate in assessment tool that is built in as a quiz.

STANDARD 5: EVALUATION

Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning. 5.1 Problem Analysis- Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies. Almost every course that I have taken during this M.E.T. program has included a section about evaluation. One of the most essential things about being an educator is successful implementation of evaluation strategies. In What is the importance of effective evaluation? the author stated: The effectiveness and success of any phase of teaching technique can be demonstrated through the nature of the results obtained (Kumar, 2012). Furthermore As teachers, just as important as collecting evidence pieces for evaluation, is using information-gathering and decision-making strategies that can help to analyze a students ability, prior knowledge, and skills. The first artifact for this substandard was created in EdTech 512, Online Course Design. This Problem Analysis document was a review of the current We the People unit within a 5 th grade classroom. Also included in the document are a learner analysis and the opinion of myself about whether or not this unit would be appropriate for WBI. It was my findings that it would be very beneficial; and therefore I created the unit for a mixed classroom. The second artifact that I feel portrays my mastery of 5.1 Problem Analysis, is the District Technology Plan that I created in EdTech 501, Intro to Educational Technology. While I also mentioned this project in a prior substandard, I really felt that it applied here

as well. The report was a compilation of information-gathered findings of their technology plan. With the report are opinions on where improvements can be made by the determination of the reviewer, who was me. 5.2 Criterion-Referenced Measurement- Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content. Before I began taking courses in education, I honestly didnt think about the varying types of evaluations and ways of measuring the evaluations. Now that I have come closer to the conclusion of my graduate degree, I believe that I have a much larger grasp on not only the importance of appropriate evaluation, but also the varying measures and types of evaluation. As an example of criterion-reference measurement, I selected the Final project- Self Assessment that I made for EdTech 506, Graphic Design for Learning. Prior to the final project, we were provided with specific instructions and guidelines in the form of a rubric. At the end of our final project, we were instructed to use the rubric and self-assess our work. I really enjoyed doing this, as I was able to measure my work against the set criteria for the project, and ultimately, felt extremely confident in my work. Another example of criterion-referenced measurement can be seen in the Syllabus-Grading Criteria section for EdTech 512, Online Course Design. In this syllabus that I created, I specified the point value of the assignments within the different modules of the class. By providing this information to students before they begin, they have knowledge of the weight of the assignments, and know the criteria that they need to meet in order to pass.

The final artifact that I created was for EdTech 502, The Internet for Educators. This Webquest Rubric is specific and detailed in the areas of: the writing process, spelling and punctuation, accuracy of facts, creativity, and requirements. After making multiple evaluation tools for various courses I have really found that rubrics are by far my favorite thing. I know, without a doubt, that most of my future projects for students will contain a detailed rubric. By having this information, the students know the specific criteria that are required for them to have a passing grade. 5.3 Formative and Summative Evaluation- Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization. Along with the various types of evaluation, naturally comes the decision of when to implement such evaluations. Having knowledge of formative and summative evaluations further provides educators, me included, with the knowledge necessary to make evaluation implementation decisions. In EdTech 512, Online Course Design, I prepared a Formative & Summative Evaluation Plan for my We the People unit. The formative and summative evaluation criteria for this includes: effectiveness, efficiency, and appeal. Another example of these types of evaluation can be seen in my Evaluation Proposal that I created during EdTech 505, Evaluating Educational Technologists. This evaluation is carried out as a summative evaluation, as it is reviewing how company implemented a plan.

Lastly, the Software Evaluation Rubric was made in EdTech 554, Managing Technology Integration. In this assignment, we were given the task, as a group, to create a rubric for a simulated scenario. This rubric would then be used to evaluate the schools new software, allowing the school principal to apply for a grant to fund the licenses for the software applications and/or other online learning activities. This is an example of a summative evaluation, due to the fact that the information gathered was intended to report on the utilization of the software. 5.4 Long-Range Planning- Long-range planning that focuses on the organization as a whole is strategic planning. Long-range is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future. Most of the projects that I created during my M.E.T. program were formative and summative evaluations that didnt require long-range strategic planning. However, in EdTech 501, Intro to Educational Technology, I created a Technology Use Plan. This project was created to assess the role that technology is currently playing in the Silver Sage Elementary, identify what technology abilities the staff and students have, what the goals and timeline is, and formalize and implement a plan. Long range goals were set with a timeline as well as a date set to evaluate, review, and revise the technology plan. Overall, this was actually something that I enjoyed doing. I would like to work as a technology plan evaluator or creator at some point in my professional career. The second artifact that I created was an Evaluation Report that I made during EdTech 505, Evaluating Educational Technologists. This report was the final project for

the course. I was assigned the task of writing an evaluation report on a program. I received permission from the instructor to evaluate a program that I had actually created, as long as I was able to stay objective. I really enjoyed the process, especially because it was an evaluation on my own project. I was able to see what the positive and negative things were about implementation, as well as being able to then go back and change/add/or remove items about the unit.

CONCLUSION

Compiling all of my artifacts for the purpose of creating this portfolio has provided me with a great opportunity to reflect on some of the assignments and ultimately, realize how far Ive come during this educational process. When I graduated with my Bachelors degree I felt confident that I was prepared to educate our future! I really did not have any expectations of learning as much as I have during this process of taking Educational Technology courses. I had always believed that integrating technology was important; however, I didnt realize the scope of possibilities. It is well stated in the Boise State University Educational Technology Program mission statement that technology in the classroom is ...a way of engaging learners to understand the implications of technology in todays society, empowering them to think, supporting them to lead their own learning and career paths, as well as the learning of others ("Mission"). This program has been such an informative one, and I cannot even list all of the skills that I have added to my bank of knowledge. I have created a document that lists the various sites, projects, and lists that I know will become extremely useful in the

future. Additionally, having this professional portfolio will not only benefit me as a teacher and professional, but will be a valuable portfolio to provide to future employers. I have lofty professional goals, and I only hope that I can achieve them. When my children become a little older, I would like to start teaching in a mixed classroom as well as become a technology professional for the school district. At some point, I would like to participate in Technology Evaluation plans for companies. Ultimately, one of my long-range planning goals is to become a professor at the university level.

By looking over all of the various projects, some of the skills that I believe to be most beneficial are those mentioned in the standards. I would like to say that one is more important than the other; however, if someone were to ask me, What is more important to educationplanning, creating, or evaluating? I would only have to respond that a successful teacher balances all of them in an effort to set her students up for success in the most possible way. We are, after all, not only teachers, but facilitators in the educational process.

REFERENCES

Elmore, R. (2009, May). Teachers are the greatest assets. Teachers net gazette. Retrieved from http://chalkboardproject.org/wpcontent/uploads/2010/12/teacher-effectiveness-and-why-it-matters.pdf Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal, 16(1), 77-92. Kumar, S. (2012). What is the importance of evaluation?. Retrieved from http://www.publishyourarticles.net/knowledge-hub/education/what-is-theimportance-of-evaluation.html Mission. (n.d.). Retrieved from http://edtech.boisestate.edu/about/mission/ Powell, W., & Kusuma-Powell, O. (2013, January). How to teach now: Five keys to personalized learning in the global classroom. Retrieved from http://www.ascd.org/publications/books/111011/chapters/Knowing-Our-Studentsas-Learners.aspx